KEBEBASAN BELAJAR DALAM KONSEP SUMMERHILL DAN KEBEBASAN BERPIKIR DALAM ISLAM: SUATU KAJIAN KOMPARATIF
DOI:
https://doi.org/10.64319/jpai.v3i1.183Keywords:
Summerhill, Freedom of Learning, Freedom of Thought, Islamic EducationAbstract
This article explores in depth the concept of learning freedom in the Summerhill education system and the freedom of thought in Islamic teachings through a qualitative comparative approach. The purpose of this study is to critically analyze the similarities and differences between these two concepts within the framework of educational philosophy and character development. Summerhill, founded by A.S. Neill, emphasizes full freedom for students to determine their subjects, learning pace, and social participation, aiming to cultivate independence and personal responsibility through experiential learning. In contrast, Islam views freedom of thought as a divine right granted by God, yet it must remain within the boundaries of moral, spiritual, and ethical principles guided by divine revelation. The findings reveal that while both concepts promote autonomy and personal growth, their foundational frameworks differ—Summerhill adopts a humanistic-liberal orientation, whereas Islam upholds a theocentric and normative perspective. The significance of this study lies in its contribution to enriching modern educational discourse by integrating freedom and spiritual responsibility, offering theoretical insight for developing a balanced and humanistic-religious education model aligned with the Merdeka Belajar philosophy.
References
Addzaky, K. U., & Sukiman. (2024). Diskursus Aliran-aliran Filfsafat Pendidikan dalam Pengembangan Kurikulum Pendidikan Agama Islam. Al-Mutharahah: Jurnal Penelitian Dan Kajian Sosial Keagamaan, 21(02), 784–796. https://doi.org/10.46781/al-mutharahah.v21i02.1072
Alfian, R. N., & Ilma, M. (2023). Menakar Peluang dan Tantangan dalam Membidik Strategi Pendidikan Islam di Era Globalisasi. MA’ALIM: Jurnal Pendidikan Islam, 4(1), 71–83. https://doi.org/10.21154/maalim.v4i1.7108
Aziz, M. A. (2023). The Philosophical Foundation of Western Higher Education: A Critical Review of Theory and Practice. International Journal of Educational Research Review, 8(2), 208–219. https://doi.org/10.24331/ijere.1238148
Basyori, S. I. (2025). Peranan Guru Sebagai Fasilitator Dalam Dunia Pendidikan Modern. Syntax Idea, 7(4), 559. https://doi.org/10.46799/syntaxidea.v7i4.12827
Efandi, F. (2023a). Esensi Pendidikan Merdeka (Kajian Terhadap Pemikiran Pendidikan Alexander Sutherland Neill). Journal Khafi : Journal Of Islamic Studies, 1(1), 23–34.
Efandi, F. (2023b). Esensi Pendidikan Merdeka (Kajian Terhadap Pemikiran Pendidikan Alexander Sutherland Neill). Journal Khafi : Journal Of Islamic Studies, 1(1), 23–34.
Efendi, S. (2024). Prinsip Syura Dalam Pembentukan Kebijakan Publik Menurut Hukum Islam. Constituo : Journal of State and Political Law Research, 3(1), 69–78. https://doi.org/10.47498/constituo.v3i1.3455
Firdaus, M. I., & Sup, D. F. A. (2023). Legal Opinion Dalam Perspektif Hukum Islam. El-Ghiroh : Jurnal Studi Keislaman, 21(1), 57–73. https://doi.org/10.37092/el-ghiroh.v21i1.360
Hadi, M. S. (2025). Menelaah Konsep dan Aktualisasi Iman, Islam, dan Ihsan dalam Tadabbur Al-Qur’an. Multidiscience : Journal of Multidisciplinary Science, 2(1), 175–183. https://doi.org/10.59631/multidiscience.v2i1.316
Hilmansah, D. H. (2023). Kajian Pemikiran Pendidikan Al-Farabi Dalam Pendidikan Islam Kontemporer. Jazirah: Jurnal Peradaban Dan Kebudayaan, 4(2), 131–157. https://doi.org/10.51190/jazirah.v4i2.121
Junaidi, S. (2023). Paradigma Pedagogik Humanistik Perspektif Imam Az-Zarnuji dalam Kitab Taʻlīm Al-Mutaʻallim dan Relevansinya dengan Merdeka Belajar. NAHNU: Journal of Nahdlatul Ulama and Contemporary Islamic Studies, 1(1), 59–76. https://doi.org/10.63875/nahnu.v1i1.1
Karim, F. J., & Sutanto, A. (2024). Memadukan Dunia Anak- Anak Melalui Arsitektur Bermain: Merancang Ruang Edukasi Berfokus Sejarah Permainan Indonesia. Jurnal Sains, Teknologi, Urban, Perancangan, Arsitektur (Stupa), 6(1), 165–176. https://doi.org/10.24912/stupa.v6i1.27456
Kosim, N., & Royhatudin, A. (2024). Konsep Merdeka Belajar Dalam Kitab Ihya’ulumuddin Menurut Pemikiran Imam Ghazali. Ta’dibiya, 4(2), 1–13. https://doi.org/10.61624/japi.v4i2.150
Lestari, S. P., Dewi, R. S., & Junita, A. R. (2024). Menumbuhkan Kreativitas tanpa Batas: Strategi Inovatif Sekolah dalam Mengembangkan Karakter Kreatif Siswa. Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan), 5(3), 358–364. https://doi.org/10.54371/ainj.v5i3.543
Lia, A., Rumbenium, D. N., Sihasale, I. J., Duarkossu, M., & Soumokil, M. (2023). Penguatan Profil Pelajar Pancasila Bernalar Kritis Melalui Karya Tulis Ilmiah. Didaxei, 4(1), 551–564.
Macfarlane, B. (2024). Why choice of teaching method is essential to academic freedom: A dialogue with Finn. Teaching in Higher Education, 29(2), 536–548. https://doi.org/10.1080/13562517.2021.2007473
Nugraha, R. (2023). Insan Kamil, Takhalluq bi al-akhlâq Allah dan Relevansinya Terhadap Pengembangan Pendidikan Islam. Jurnal Syntax Imperatif : Jurnal Ilmu Sosial Dan Pendidikan, 3(6). https://doi.org/10.36418/syntaximperatif.v3i6.502
Prayogi, A., Irham, Ramadhan, R. I., & Laksana, S. D. (2025). Pendidikan Artificial Intelligence di Sekolah: Suatu Kajian Teoritis dan Praktis. Complex : Jurnal Multidisiplin Ilmu Nasional, 2(1), 01–08.
Qonita, U., Melfirosha, B. N., & Parhan, M. (2024). Disparitas dan Sinergitas Epistemologi Filsafat Al-Farabi dan Ibnu Sina dalam Pendidikan Islam 5.0. Refleksi Jurnal Filsafat Dan Pemikiran Islam, 24(2), 53–92. https://doi.org/10.14421/ref.v25i2.5754
Rahimivand, M., Ahanghari, S., & Hadidi, N. (2024). The Effect of Classroom-Based Assessment on Iranian EFL Learners Writing Self-Reflection Strategies: Scenario-Based Assessment Model vs Dialogue Journal Writing. Journal of English Language Pedagogy and Practice, 17(2). https://doi.org/10.71586/jal.2024.06171122993
Rahman, A. (2024). Jidal Ilmiah: Debat Al-Ghazali Dan Ibnu Rusyd Tentang Filsafat. Bidayah: Studi Ilmu-Ilmu Keislaman, 15(1), 85–95. https://doi.org/10.47498/bidayah.v15i1.2681
Ramadhani, D. S., Saragih, M. Y., & Deni, I. F. (2023). Analisis Pesan Motivasi Dalam Film “Rentang Kisah” (Pendekatan Teori Abraham Maslow). Satukata: Jurnal Sains, Teknik, Dan Studi Kemasyarakatan, 1(3), 97–106. https://doi.org/10.47353/satukata.v1i3.669
Rehman, H. J. ur, Farooq, A., & Ismail, M. (2023). A Comparative Study on Educational Ethics: Insights from Islamic Educational Philosophy and Western Literature. Al-Idah, 41(2), 12–22. https://doi.org/10.37556/al-idah.041.02.0884
Ridoi, M. (2023). Nilai Humanisme dalam Q.S Al-Balad. Al-Mada: Jurnal Agama, Sosial, Dan Budaya, 6(1), 44–61. https://doi.org/10.31538/almada.v6i1.2755
Sagliano, M., Seelbinder, D., Theil, S., & Lu, P. (2024). Six-Degree-of-Freedom Rocket Landing Optimization via Augmented Convex–Concave Decomposition. Journal of Guidance, Control, and Dynamics, 47(1), 20–35. https://doi.org/10.2514/1.G007570
Saputro, M. D., & Muslimah, K. C. (2025). Madrasah Sebagai Pusat Pendidikan Islam Di Indonesia: Kontribusinya Terhadap Pembentukan Karakter Bangsa: Kontribusinya Terhadap Pembentukan Karakter Bangsa. Jurnal Riset Madrasah Ibtidaiyah (JURMIA), 5(2), 140–157. https://doi.org/10.32665/jurmia.v5i2.4073
Siswadi, G. A., & Murtiningsih, R. S. (2024). Revolusi Pendidikan Berbasis Kebebasan Dan Demokrasi Dalam Pandangan Alexander Sutherland Neill Dan Relevansinya Dengan Konsep Merdeka Belajar Di Indonesia. HAPAKAT : Jurnal Hasil Penelitian, 3(1). https://doi.org/10.33363/hpkt.v3i1.1188
Suhardin, Y. (2023). Konsep Keadilan Dari John Rawls Dengan Keadilan Pancasila (Analisis Komparatif). Fiat Iustitia : Jurnal Hukum, 200–208. https://doi.org/10.54367/fiat.v3i2.2535
Sumarni, L., & Seran, A. (2024). Dialektika Progresif; “One Dimensional Man”, Desublimasi Represif: Kritik Herbert Marcuse Atas Masyarakat Industri Modern. HUMANUS : Jurnal Sosiohumaniora Nusantara, 1(2), 165–186. https://doi.org/10.62180/e64yn883
Tang, K. H. D. (2023). Student-centered Approach in Teaching and Learning: What Does It Really Mean? Acta Pedagogia Asiana, 2(2), Article 2. https://doi.org/10.53623/apga.v2i2.218
Vanderhoven, E. (t.t.). Unpacking the global apprenticeship agenda: A comparative synthesis of literature from international organisations in the education policy field. Globalisation, Societies and Education, 0(0), 1–18. https://doi.org/10.1080/14767724.2023.2252358
Vertel, A. (2023). Alexander Neill’s «Summerhill» School as an Example of Successful Extrapolation of Psychoanalytic Theory into Pedagogical Practice. Pedagogical Discourse, 34, 67–75. https://doi.org/10.31475/ped.dys.2023.34.10
Winata, S. P., & Stiyaningsih, W. (2025). Penerapan Teori Belajar Humanistik Carl Rogers Bagi Siswa dengan Kurikulum Merdeka di Sekolah Dasar. Jurnal Konseling Dan Psikologi Indonesia, 1(3), 240–252. https://doi.org/10.58472/jkpi.v1i3.110
Yunita, Y., Zainuri, A., Ibrahim, I., Zulfi, A., & Mulyadi, M. (2023). Implementasi Kurikulum Merdeka Belajar. Jambura Journal of Educational Management, 16–25. https://doi.org/10.37411/jjem.v4i1.2122
Yusuf, M. Y., & Ristianah, N. (2023). Optimalisasi Pembelajaran Menggunakan Artificial Intelligence (AI) dalam Mewujudkan Pendidikan Islam yang Adaptif. Al-Fatih: Jurnal Studi Islam, 11(2), 116–127.
Zakiyah, L., & A’yun, D. Q. (2024). Peran Sekolah Dalam Menghidupkan Nilai-Nilai Demokrasi Pendidikan. Jurnal Media Akademik (JMA), 2(12). https://doi.org/10.62281/v2i12.1183
